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Jumintono
Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia

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Implementation of Sustained Mindfulness Training to Reduce Stress Levels and Improve the Social-Emotional Competence of Teachers at SD Negeri Mlarangan Niken Dwi Astuti; Rahmat Mulyono; Jumintono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 01 (2026): Jurnal Manajemen Pendidikan (SI)
Publisher : Universitas Pakuan

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Abstract

High levels of work-related stress among elementary school teachers negatively affect the quality of learning and interpersonal relationships within the school environment. This school action research aimed to examine the effectiveness of sustained mindfulness training in reducing stress levels and improving the social-emotional competence of teachers at SD Negeri Mlarangan. The study was conducted in two cycles involving 10 teachers as research subjects. The instruments used included the Teacher Work Stress Scale, the Social-Emotional Competence Scale, observation sheets, and reflective journals. Data were analyzed descriptively using quantitative and qualitative approaches. The findings revealed that the implementation of sustained mindfulness training over eight weeks successfully reduced the average teacher stress score from the high category (76.4) to the low category (42.3), while social-emotional competence increased from 58.2% to 84.7%. The most significant improvement occurred in the dimensions of self-awareness and emotional management. This study concludes that sustained mindfulness training is an effective and applicable intervention for improving the mental health and social-emotional competence of elementary school teachers.
Management of Mentoring to Improve the Quality of Learning at SMP Negeri 3 Magelang City Retno Setyaningrum; Rahmat Mulyono; Jumintono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

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This study aims to explore and examine the management of mentoring to improve the quality of learning at SMPN 3 Magelang. The method used in this study was a qualitative descriptive method. The focus was on the implementation of mentoring carried out so that it could contribute to improving the quality of learning at SMPN 3 Magelang in 2024. In this study, the author also used interview and documentation techniques to obtain data regarding the implementation of mentoring. Based on the available data, the author attempted to explore and examine the implementation of mentoring at SMPN 3 Magelang. The results of the study showed that supervisors (educational unit mentors) assisted SMPN 3 Magelang in improving the quality of learning through a flow consisting of four stages, namely mentoring planning up to the determination of mentoring methods and strategies, mentoring for the planning of educational unit work programs up to budgeting, mentoring for the implementation of educational unit work programs with periodic feedback, and the preparation of mentoring reports. During the implementation of mentoring, the principles applied were professionalism, planned and strategic approaches, gradual and independent processes, collaboration, asymmetry, equality, and evaluation-based approaches.
Adaptive Leadership in the 2026 Curriculum Transformation at SDN Bono Magelang Ina Nur Cahyani; Rahmat Mulyono; Jumintono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jmp.v14i02.256

Abstract

The transformation of the 2026 National Curriculum requires adaptive leadership from school principals to implement deep learning, differentiated learning, coding, and compulsory English in elementary schools. This descriptive qualitative case study aims to analyze the role of the adaptive leadership of the principal of SDN Bono Magelang in facilitating adaptation to these changes, identifying the strategies implemented, and examining their impact on curriculum implementation. A purposive sample included the principal, three teachers from grades 3–6, and one parent representative, with data collected through semi-structured interviews, observations, and document analysis of the 2026 Curriculum Lesson Plans (RPP). Miles & Huberman thematic analysis was employed to process the data, supported by source triangulation. The results indicate that strategies of flexibility (hybrid training), collaboration (teacher-student-parent teams for deep learning projects), and technology integration (Google Classroom with hotspot subsidies) successfully reduced teacher resistance by 70%, increased lesson plan readiness by 90%, and improved student learning interest by 25%. Rural infrastructure challenges were addressed through a humanistic approach and incentives. In conclusion, adaptive leadership is essential for the successful implementation of the 2026 Curriculum in areas such as Grabag Magelang, with implications for a replication model for elementary schools in Central Java..
Co-Authors Ina Nur Cahyani Niken Dwi Astuti Rahmat Mulyono Retno Setyaningrum